Abstract
Music education in the United States is out of touch with the realities of the classroom. The overarching methods and approaches used by music educators uphold the White Western Eurocentric traditions. White music educators must embrace more culturally relevant practices that disrupt the dominant paradigm of White Western traditions, yet many remain hesitant. This highlights the overwhelming need for research into how White music educators are challenging dominant traditions in the classroom.
Through the lenses of both engaged pedagogy (hooks, 1994) and Care Theory (Noddings, 1988), this narrative study focused on the experiences of five White music educators in the U.S. who perceive themselves to be challenging the status quo. The guiding question to support this exploration was: How are White school music educators in the United States negotiating the disparities between the White, Western Eurocentric conception of music education and what are best practices for their students? Data collected through participant interviews and a researcher’s journal yielded common themes of becoming aware, expanding abilities, and creating new dimensions. The implications of the study include the overarching influence of preservice music education programs on the identities and philosophies of educators and the importance of collaboration and connection with colleagues in the field. Recommendations include the need to increase cultural and societal relevance in both preservice programs and ongoing professional development for in-service music educators.